Prior research on the "Community of Inquiry" (CoI) framework has a limited amount of work which uses structural techniques to confirm the factorial structure of the CoI. The current study investigates the structural relationships among the three elements of the CoI framework (cognitive presence, teaching presence, and social presence),…

The growth of social media has given rise to many informal online communities. In these communities, people communicate, make connections, exchange information and transfer knowledge without time or location restrictions. The purpose of this exploratory study was to investigate both lurkers' and posters' perceptions of learning in Reddit-based…

In collaborative learning, students may follow different trajectories that evolve over time. This study used a multilayered approach to map the temporal dynamics of online problem-based learning (PBL) and the transition of students' roles across time over a full year duration. Based on data from 135 dental students across four consecutive courses…

This article explores lecturers' experience of adapting, shaping and transforming teaching and learning during the COVID-19 pandemic. The study focuses on understanding the challenges and opportunities that are afforded by pandemic-induced changes in terms of digital teaching and learning and their post-pandemic implications. Empirical data were…

The use of social media platforms to promote social interaction in a digital classroom is a common approach used by many educators. However, implementing such a platform is met with many challenges, the biggest being student shyness and reluctance in participating publicly. In this paper, we introduce the Supplementary Discourse (SD) model,…

This article reports on how mathematics teachers connect face-to-face and virtual professional learning communities by expanding the notion of lurker and broker within both environments. Through an analysis of 18 interviews with K-12 mathematics teachers, categories of participation are presented to describe the nuances between the ways…

Technology is transforming higher education by removing geographic constraints for both students and instructors and increasing learning and cooperation with internet-based applications. Bloom's taxonomy continues to play a significant role in instructional design for both the classroom and online, but other theories that address the challenges of…

It is widely accepted that effective blended learning initiates students into constructivist learning experiences by integrating face-to-face approaches with online technology. The Community of Inquiry (CoI) framework combines teaching, social, and cognitive presences to explore students' blended learning experiences from the perspectives of…

The purpose of this study was to gain insight into how employing Case-based (CB) and Non-case-based (NCB) discussions facilitate high-level learning, and whether or not there is a relationship between students' learning outcomes. Findings revealed that students' perceived cognitive presence, learning and satisfaction were significantly higher in…

COVID-19 affected various aspects of our life. Many college students were forced to take courses remotely. It was not clear how they adapted to this new environment and how their mental health was affected. The objective of this study is to understand college students' learning experience one year after the outbreak of COVID-19. An online survey…

In massive online communities of creators (OCOCs), one of the core challenges is to encourage users to learn to create original contents using basic components. Recommending the right learning components at the right time is critical for improving user engagement and has not been fully studied due to the unstructured nature of online communities.…

The need to deliver good online courses has intensified due to the COVID-19 pandemic, with the surge in online education. Teaching online is a different experience from that of teaching in a face-to-face setting. In an online course, careful prior planning and course design is crucial to student success and a well-designed online course is…

The concept of orchestration has recently emerged as a useful metaphor in technology-enhanced learning research communities, because of its explanatory power and appeal in describing how different learning activities, tools, and arrangements could be combined to promote learning. More than a buffet of tools offering possibilities to the teachers,…

This paper presents a study grounded in the Community of Inquiry (CoI) framework using qualitative content analysis and focus group interviews in an effort to identify aspects of learning presence in a blended learning course. Research has suggested that the CoI framework may need additional emphasis based on the roles of strategic learners in…

In the Community of Inquiry (CoI) model, cognitive presence indicators can be used to evaluate the quality of inquiry in a discussion forum. Engagement in critical thinking and deep knowledge can occur through reflective processes. When learners move through the four phases of cognitive presence (triggering, exploration, integration, resolution),…